What did I reflect on today? Allowing Students to set their own assessment deadlines
How was it useful? I gave an assessment in class with a tight deadline – 24 hours and immediately the reasons why people couldn’t do it in time started coming in
What thoughts came up? At first I was annoyed and sceptical, but as I listened I realised some reasons are valid and allowances would have to be made.
What did you learn? There is some research out already on allowing students to set their own deadlines (within guidelines) and it could be argued that the longer they give themselves, the less time they have for subsequent deadlines. If education is supposed address student needs then this is a good option.
What will you do with the information i.e. what next? Next semester I will try this out, I just need to read a bit more about it from sources such as Moscardo (2009), and Pacharn, Bay, & Felton (2013)
Moscardo, G. (2009). Meeting your own deadlines: Introducing flexibility into student assessment. Journal of Teaching in Travel & Tourism, 8(2-3), 119-138
Pacharn, P., Bay, D., & Felton, S. (2013). The Impact of a Flexible Assessment System on Students’ Motivation, Performance and Attitude.Accounting Education, 22(2), 147-167.
What did I learn today today? Read a good paper on students as partners here https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
How was it useful? It made me think more about involving students in creating assessments and in creating marking schemes.
What feelings came up during the session? I felt very uncomfortable about letting students have some control over my teaching but the more I thought about it and read on it the more I realised it is letting them have some control over their learning.
What did you learn? There is an unwritten learning contract between student and teacher, and we can renegotiate the terms so that everybody benefits more.
What will you do with the information i.e. what next? If I’m going to try this out, I’m going to start with the third years as I feel they are the best to work with. They can appreciate value of the partnership and are more likely to be mature about it.
Just putting finishing touches to end of semester exams, and looked at the multiple choice questions again. I usually have them as the first question on the first and second year papers. They are a good way of covering parts from the entire course.
However, having read some articles on peerwise, I think I might get students to write some questions and add them to the pool for future exams. That way they will have been written by the people taking the exam who know what they know and what they don’t know…